In the realm of educational therapy, understanding and effectively addressing disorders of written expression, such as dysgraphia, is crucial for creating positive outcomes for children. The research article titled "Disorder of written expression and dysgraphia: definition, diagnosis, and management" by Chung, Patel, and Nizami (2020) offers valuable insights that can help practitioners refine their skills and improve their therapeutic interventions. This blog will summarize key findings from the research and suggest practical applications for enhancing therapy practices.
Understanding Dysgraphia and Disorders of Written Expression
Dysgraphia is a specific learning disorder characterized by difficulties in writing that are not consistent with the individual's cognitive level and age. Symptoms can include problems with letter formation, spacing, spelling, fine motor coordination, and the overall rate of writing. The research highlights three primary subtypes of dysgraphia:
- Motor Dysgraphia: Linked to fine motor coordination issues, resulting in illegible handwriting and slow writing speed.
- Spatial Dysgraphia: Related to spatial perception problems, affecting the spacing of letters and the ability to draw or copy text.
- Linguistic Dysgraphia: Associated with language processing deficits, impacting the graphomotor loop that connects phonologic memory with orthographic memory.
Diagnosis and Co-Morbidities
Diagnosing dysgraphia typically involves a team assessment in an educational setting, including occupational therapists, speech therapists, and educational psychologists. It is essential to consider co-morbid conditions such as dyslexia, ADHD, and autism spectrum disorder, as these can often accompany dysgraphia. Practitioners should use a combination of observations, standardized tests, and anecdotal reports to gather comprehensive data on the child's writing abilities.
Intervention Strategies
The research suggests several intervention strategies that can be implemented to support children with dysgraphia:
Accommodations
- Use larger pencils with special grips and paper with raised lines to provide tactile feedback.
- Allow extra time for homework, class assignments, and tests.
- Consider alternative ways of demonstrating knowledge, such as oral or recorded responses.
- Incorporate technology like voice-to-text software and tablets to reduce writing stress.
Modifications
- Scale down large written assignments and break them into smaller tasks.
- Grade students based on content or spelling, but not both simultaneously.
Remediation
- Focus on developing fine motor skills through activities like tracing, drawing, and playing with clay.
- Teach orthographic skills in conjunction with motor skills to enhance writing fluency.
- Use visual aids and video models to teach letter formation and writing movements.
Encouraging Further Research
While the research provides a robust foundation for understanding and addressing dysgraphia, it also highlights the need for ongoing research to refine diagnostic criteria and intervention strategies. Practitioners are encouraged to stay informed about the latest developments in the field and consider participating in research studies to contribute to the growing body of knowledge.
To read the original research paper, please follow this link: Disorder of written expression and dysgraphia: definition, diagnosis, and management.
